scholarly journals A Usability Testing of a Higher Education Mobile Application Among Postgraduate and Undergraduate Students

2021 ◽  
Vol 15 (09) ◽  
pp. 88
Author(s):  
Nik Azlina Nik Ahmad ◽  
Muhammad Hussaini
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Mobile Application ◽  
Usability Testing ◽  
Usability Evaluation ◽  
Kuala Lumpur ◽  
Testing Methodology ◽  
Satisfaction Rate ◽  
Undergraduate Programme ◽  
Positive Results

<span>The advancement in technology has produced innovative applications for educational purpose. Numerous higher education applications have aroused in recent years. Therefore, it is essential to strive for a high usability application. This study presents a usability evaluation of a higher education mobile application in Universiti Kuala Lumpur. The study was conducted using usability testing methodology to measure three usability factors which are effectiveness, efficiency and satisfaction. A number of 64 participants from postgraduate and undergraduate programme were subjectively selected. The result reveals that the application is effective, efficient and meet the users’ satisfaction on its usability, with the satisfaction rate of 82.15%. Several issues with regard to the application were highlighted by the respondents during the usability test. Therefore, despite of positive results, several recommendations with regards to improve the usability of the application were proposed in this study.</span>

scholarly journals ROLE OF FINANCIAL AID AS A MODERATOR TOWARDS STUDENTS’ DECISIONS MAKING TO ENROLL AT PRIVATE HIGHER EDUCATION INSTITUTION

2019 ◽  
Vol 7 (1) ◽  
pp. 121-125
Author(s):  
Mohd Farid Shamsudin ◽  
Aeshah Mohd Ali ◽  
Rosni Ab Wahid ◽  
Firdaus Hilmi Nadzri
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Financial Aid ◽  
Undergraduate Students ◽  
Selection Criteria ◽  
Education Institution ◽  
Private Higher Education ◽  
Kuala Lumpur ◽  
Applied Model

Purpose:  The purpose of this research is to determine either financial aid moderates the factors influence among undergraduate students’ decision making to enroll at private HEI. Methodology: The survey consists of a questionnaire responded by 500 undergraduate students in private HEI located at Selangor and Kuala Lumpur. Data were analyzed by SPSS applied model 1 moderating analysis with the usage of the macro PROCESS by Hayes and Matthes (2009). Results: The results of this research shows that Competition among private HEI is becoming tougher as students have many options and set of selection criteria. The high numbers of private HEI indirectly given ample choice to students to choose based on their requirements. Private HEI at the same time competes with each other to increase the number of students in order to survive. As resulted, four hypotheses (H8a, H8b, H8c, and H8e) were moderated by financial aid and two hypotheses (H8d and H8f) rejected in this study. Implications: Therefore, the existence of financial aid was important and slightly influential students’ decision to enroll in private HEI for four hypotheses (H8a, H8b, H8c, H8e), while for two hypotheses (H4 and H6) students consider financial aid not at all influential their decision to enroll in private HEI in this study.

HEURISTIC EVALUATION FOR MOBILE APPLICATION (STUDI KASUS: APLIKASI DEPO AUTO 2000 TANJUNG API API PALEMBANG)

2017 ◽  
Vol 8 (2) ◽  
pp. 563 ◽  
Author(s):  
Usman Ependi
Keyword(s):  
Real World ◽  
Mobile Application ◽  
Usability Testing ◽  
Heuristic Evaluation ◽  
End User ◽  
Error Prevention ◽  
The Real ◽  
User Control ◽  
Cosmetic Problem

Heuristic evaluation merupakan salah satu bentuk usability testing perangkat lunak yang dinilai oleh pengguna (evaluator). Dalam melakukan heuristic evaluation instrumen penilaian terdiri dari sepuluh (10) pernyataan dengan lima pilihan jawaban dalam skala severity ratings. Dalam penelitian ini heuristic evaluation terhadap aplikasi Depo Auto 2000 Tanjung Api-Api Palembang yang dilakukan oleh 4 evaluator.  Hasil dari heuristic evaluation dikelompokkan kedalam  masing-masing instrumen yaitu visibility of system status dengan nilai 0,75, match between system and the real world dengan nilai 0,25, user control and freedom dengan nilai 0,25, consistency and standards dengan nilai 0,75, error prevention dengan nilai 1, recognition rather than recall dengan nilai 1,25, flexibility and efficiency of use dengan nilai 0,25, Aesthetic and minimalist design dengan nilai 0,25, help users recognize, diagnose, and recover from errors dengan nilai 1 dan Help and documentation dengan nilai 0. Dari hasil heuristic evaluation yang dilakukan menunjukkan bahwa evaluator memberikan nilai 0 dan 1 aplikasi Depo Atuo 2000 Tanjung Api-Api Palembang. Hasil penilaian tersebut menunjukkan bahwa aplikasi yang buat tidak ada masalah usability dan hanya memiliki cosmetic problem sehingga aplikasi Depo Auto 2000 Tanjung Api Api Palembang  dapat dinyatakan layak untuk didistribusikan kepada pengguna akhir (end user). 

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Determination of criteria for assessing the quality of training future specialists for higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ludmila Sokorutova ◽  
Natalia Prodanova ◽  
Inna Ponomareva ◽  
Oleg Volodin
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Personal Development ◽  
Full Time ◽  
Highly Qualified ◽  
Content Type ◽  
Survey Results ◽  
Professional Employee ◽  
Professional Fields

PurposeThe most important problem for higher education in the post-COVID period is the production of highly qualified specialists for the labor market. The purpose of this study is to determine effective criteria for assessing the quality of training of future specialists and the adequacy of their readiness to solve real problems of the future specialty.Design/methodology/approachA study was carried out among students in order to determine some of the most important characteristics of them as future specialists. Based on the survey results, non-academic indicators were identified that participants perceive as significant for a highly professional employee. The empirical study included 300 undergraduate students from four universities (66% women and 34% men aged 20–21). All participants represent full-time training.FindingsThe survey showed that the participants identified the ability to learn and personal development as the most significant personal qualities.Originality/valueMany criteria for assessing the quality of training of specialists in different professional fields have not been precisely defined. Several ways of solving this problem can be proposed: developing criteria for assessing quality in hiring; revising the methods of work of universities; presenting to students the criteria for development in the profession or adopting international criteria for assessing pedagogical quality.

Usability Evaluation of Telepresence Interfaces for Older Adults

2021 ◽  
Vol 65 (1) ◽  
pp. 591-595
Author(s):  
Xian Wu ◽  
Jenay M. Beer
Keyword(s):  
Older Adults ◽  
User Interfaces ◽  
Usability Testing ◽  
Aging Population ◽  
Structured Interview ◽  
Usability Evaluation ◽  
Design Guidelines ◽  
Color Contrast ◽  
Common Features ◽  
Age Related

Telepresence has the potential to assist older adults to stay socially connected and to access telehealth. Telepresence was initially created for office use, thus the usability of telepresence for older adults remains unknown and there is a lack of design recommendations, particularly those with an emphasis on users’ age-related needs and limitations. To bridge the gap, this study assessed two telepresence user interfaces (UIs). One UI was designed to mimic common features founds in commercially available telepresence systems. Another UI was designed based on design guidelines for older adults. Each UI was integrated to a virtual driving environment created via Unity. To assess the usability of both UIs, thirty older adults participated in usability testing. Questionnaires and semi-structured interview were administered following each UI test sessions. Results of this study provide insight on what usability features are critical for the aging population to use telepresence, such as high color contrast, automated controls, and consistent icons.

The wheel of fortune as a novel support for constructive alignment and transformative sustainability learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Noy ◽  
Teresa Capetola ◽  
Rebecca Patrick
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Education For Sustainability ◽  
Student Experiences ◽  
Content Type ◽  
Constructive Alignment ◽  
Common Framework ◽  
Changing Times

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

A comparative study of formal coaching and mentoring programmes in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenni Jones ◽  
Helen A. Smith
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Business School ◽  
Best Practice ◽  
Application Process ◽  
Content Type ◽  
Record Keeping ◽  
Practice Recommendations ◽  
Matching Process ◽  
Two Phases

PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

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